Prior studies have highlighted the relative rarity of student-centered technology use among teachers, and concluded this was due - at least in part - to teachers' constructivist-oriented pedagogical beliefs (CPB) and their technological pedagogical content knowledge (TPACK). Nevertheless, few studies have included these concepts in models aimed at predicting teachers' intensions to use technology for student-centered learning; nor have many examinations of such teacher' intentions been conducted using the well-established theory of planned behavior (TPB). The present study helps fill this gap by testing how well the TPB predicts teachers' intentions to use technology for student-centered learning using 621 in-service college-level English as foreign Language (EFL) teachers, and also compares the original TPB's predictive validity, data fit, and variance explained against those of a modified TPB model that incorporates both CPB and TPACK. The participants, all of whom were from southern China, completed a survey that measured their attitudes towards student-centered technology use (ATTU), subjective norms about student-centered technology use (SN), and perceived behavioral control about student-centered technology use (PBC), along with their CPB, TPACK and intentions to use technology for student-centered learning. Structural equation modeling was employed to examine the validity of the TPB and the modified TPB, and the relationships among the factors in the models. The results indicate 1) that both models are effective at predicting Chinese EFL teachers' intentions to use technology for student-centered learning; 2) that two factors in the TPB (ATTU, PBC), together with TPACK, were significantly correlated with the participants' intentions to use technology for student-centered learning, whereas SN and CPB had no such significant correlation with it; and 3) that the modified TPB model significantly outperformed the TPB model in terms of predictive validity, data fit, and variance explained. As well as contributing to our understanding of the TPB and teachers' intentions to use technology for student-centered learning, this study provides valuable guidance for policy-makers in the spheres of teacher education and technology use.
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